Journal articles: 'Performance anxiety Treatment'

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Nagel, Julie Jaffee, David P. Himle, and James D. Papsdorf. "Cognitive-Behavioural Treatment of Musical Performance Anxiety." Psychology of Music 17, no. 1 (April 1989): 12–21. http://dx.doi.org/10.1177/0305735689171002.

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Barrell, James J., Don Medeiros, Jim E. Barrell, and Don Price. "The Causes and Treatment of Performance Anxiety." Journal of Humanistic Psychology 25, no. 2 (April 1985): 106–22. http://dx.doi.org/10.1177/0022167885252010.

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Garner, Allison Maerker. "Performance Anxiety: Treatment Options for Stage Fright." American String Teacher 62, no. 1 (February 2012): 34–37. http://dx.doi.org/10.1177/000313131206200106.

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Reitman, Alan D. "The Effects of Music-assisted Coping Systematic Desensitization on Music Performance Anxiety." Medical Problems of Performing Artists 16, no. 3 (September 1, 2001): 115–25. http://dx.doi.org/10.21091/mppa.2001.3020.

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The purpose of this pilot study was to examine the effects of music-assisted coping systematic desensitization on music performance anxiety. Eighteen musicians (19–45 years old; mean age = 26.66 years), ranging in experience from student to professional, with self-reported performance anxiety were randomly assigned to three groups: (1) verbal coping systematic desensitization; (2) music-assisted coping systematic desensitization; and (3) a wait-list control group. Subjects in the treatment groups received eight 75-minute group sessions of coping systematic desensitization. The treatment also included at-home relaxation practice, which made use of prerecorded relaxation scripts, with and without preferred music. All subjects participated in 5-minute pre- and post-treatment performances in front of three raters. Dependent measures included continuous monitoring of heart rate and frontalis surface electromyography (sEMG) during pre- and post-tests and during a 5-minute resting condition, the Spielberger State–Trait Anxiety Inventory, the Performance Anxiety Response Questionnaire, and the Music Performance Anxiety Questionnaire, administered pre- and post-treatment, and error count. Results indicated no significant differences between groups on physiological and self-report measures (p > 0.05). Error count was rendered invalid due to low interrater reliability. Self-report measures revealed within-group trends toward reduction in cognitive indices of anxiety for both treatment groups. Anxiety-related muscle tension (frontalis sEMG) also showed a within-group decline for the music-assisted treatment group. It was concluded that further research is warranted into the use of music-assisted cognitive– behavioral treatments for musicians.

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Nagel, Julie J. "Treatment of music performance anxiety via psychological approaches: a review of selected CBT and psychodynamic literature." Medical Problems of Performing Artists 25, no. 4 (December 1, 2010): 141–48. http://dx.doi.org/10.21091/mppa.2010.4031.

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Performance anxiety, or stage fright, is anxiety aroused about potential mishaps in performance that expose feared inadequacies before an audience and which evoke feelings of embarrassment and humiliation. For affected musicians, performance anxiety can be emotionally devastating, as their career choice in music may be terminated or severely compromised. This paper focuses on the cognitive and psychodynamic literature about music performance anxiety, with the emphasis that for treatment "one size does not fit all." It reviews the factors underlying performance anxiety and those factors which can exacerbate the condition in musicians. The two major clinical treatment modalities within contemporary psychology, cognitive behavior therapy (CBT) and psychodynamic treatments, are reviewed. While there are more empirical studies of CBT in various populations in the literature, until recently there was an indifference to empirical research by psychodynamic investigators. However, meta-analyses show strong efficacy for psychodynamic psychotherapy (in various disorders, not specifically music performance anxiety), but also that the benefits of psychodynamic psychotherapy may endure longer and increase with time.

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Stephenson, Hugh, and Nicholas F. Quarrier. "Anxiety Sensitivity and Performance Anxiety in College Music Students." Medical Problems of Performing Artists 20, no. 3 (September 1, 2005): 119–25. http://dx.doi.org/10.21091/mppa.2005.3024.

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The role of individual differences in anxiety sensitivity was explored in a sample of 67 college-level music students. Individuals high in anxiety sensitivity report greater fear of bodily sensations. Although developed in research on panic disorder, anxiety sensitivity was hypothesized to predict performance anxiety. Anxiety sensitivity was found to predict performance anxiety and was a better predictor than trait anxiety. Overall, anxiety sensitivity was a better predictor of performance anxiety in women than men, and sensitivity to cognitive symptoms was a better predictor of performance anxiety than sensitivity to physiologic symptoms for both men and women. Gender differences emerged in the patterns of anxiety sensitivity, with men having stronger associations between fears of cognitive dyscontrol and performance anxiety than women, while women alone had associations between fears of cardiovascular and respiratory symptoms and performance anxiety. Those highest in anxiety sensitivity were found also to report less enjoyment while playing and more pain. Suggestions for future research are made, and implications for treatment programs are explored.

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Hammond, Karen R., Phillip A. Kretzer, Richard E. Blackwell, and Michael P. Steinkampf. "Performance anxiety during infertility treatment: effect on semen quality." Fertility and Sterility 53, no. 2 (February 1990): 337–40. http://dx.doi.org/10.1016/s0015-0282(16)53291-9.

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Kenny, D. "43 Systematic review of treatment for music performance anxiety." Journal of Science and Medicine in Sport 8 (December 2005): 32. http://dx.doi.org/10.1016/s1440-2440(17)30538-8.

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Brugués, Ariadna O. "Music Performance Anxiety—Part 2: A Review of Treatment Options." Medical Problems of Performing Artists 26, no. 3 (September 1, 2011): 164–71. http://dx.doi.org/10.21091/mppa.2011.3026.

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Music performance anxiety (MPA) affects many individuals independent of age, gender, experience, and hours of practice. In order to prevent MPA from happening or to alleviate it when it occurs, a review of the literature about its prevention and treatment was done. Forty-four articles, meeting evidence-based medicine (EBM) criteria, were identified and analyzed. Performance repertoire should be chosen based on the musician’s skill level, and it should be practiced to the point of automaticity. Because of this, the role of music teachers is essential in preventing MPA. Prevention is the most effective method against MPA. Several treatments (psychological as well as pharmacological) have been studied on subjects in order to determine the best treatment for MPA. Cognitive-behavioral therapy (CBT) seems to be the most effective, but further investigation is desired. Some musicians, in addition to CBT, also take β-blockers; however, these drugs should only be prescribed occasionally after analyzing the situation and considering the contraindications and possible side effects. Despite these conclusions, more randomized studies with larger, homogeneous groups of subjects would be desirable (according to the EBM criteria), as well as support for the necessity of both MPA prevention and optimized methods of treatment when it does occur.

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Serafini, G., G. Adavastro, G. Canepa, C. Conigliaro, M. Pompili, P. Girardi, and M. Amore. "Clinical and neurocognitive characteristics associated with treatment-resistant depression." European Psychiatry 41, S1 (April 2017): S542. http://dx.doi.org/10.1016/j.eurpsy.2017.01.753.

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IntroductionTreatment resistant depression (TRD) is a disabling condition associated with a relevant psychosocial impairment worldwide.ObjectivesThis exploratory study is aimed to evaluate the main clinical and neurocognitive characteristics in a sample of 21 subjects admitted to the Psychiatric Clinic of University of Genoa as inpatients between 2015 and 2016 and diagnosed with TRD according to Thase and Rush staging method.MethodsPatients have been assessed using the Hamilton Depression Rating Scale (HDRS), Hamilton Anxiety Rating Scale, and Clinical Global Impression (CGI). The Continuous Performance Test (CPT), Trial Making Test (TMT-A/B), Stroop Color Word Interference Test, Verbal Fluency Test, and Rey auditory-verbal learning test (RAVLT) have been administered as well.ResultsSubjects with early-onset (< 50 years) depression had a longer illness duration, higher depressive episodes and more impaired performance at RAVLT while individuals with late-onset (> 50 years) depression showed a higher severity of depressive symptoms and more anxiety symptoms. Depressive symptoms were positively associated with anxiety (r = 0.82; P = 0.00) and negatively with TMT-A/B (r = −0.56, P = 0.01), Stroop Color Word Interference Test (r = −0.72, P = 0.005 and r = −0.616, P = 0.008), and RAVLT (r = −0.60; P = 0.02) performances. According to regression analyses, anxiety symptoms were the only significant predictor of depression severity (P = 0.02).ConclusionsEarly-onset depression is associated with more disability and worse neurocognitive performance whereas late-onset depression is linked to more anxiety symptoms and more depressive symptoms severity. Clinicians should closely monitor patients with TRD for the presence of anxiety symptoms that may represent a significant risk factor of poorer long-term outcome.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Thurber, Myron R., Eugenia Bodenhamer-Davis, Mark Johnson, Kris Chesky, and Cynthia K. Chandler. "Effects of Heart Rate Variability Coherence Biofeedback Training and Emotional Management Techniques to Decrease Music Performance Anxiety." Biofeedback 38, no. 1 (March 1, 2010): 28–40. http://dx.doi.org/10.5298/1081-5937-38.1.28.

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Abstract Due to the prevalence of music performance anxiety and the emergence of new biofeedback technologies used to decrease anxiety, student musicians were recruited to participate in an experimental repeated-measures study to identify effects of heart rate variability coherence biofeedback training and emotional self-regulation techniques on music performance anxiety and music performance. Fourteen students were assigned randomly to a treatment or control group following a 5-minute unaccompanied baseline performance. Treatment group participants received 4–5 heart rate variability training sessions of 30–50 minutes each. Training included bibliotherapy, computerized heart rate variability biofeedback training, emotional regulation exercises, and use of a portable heart rate variability training device. Measures included the State-Trait Anxiety Inventory, Performance Anxiety Inventory, Flow State Scale, average heart rate, and heart rate variability. Quade's rank-transformed analysis of covariance was used to evaluate treatment and no-treatment group comparisons. Combined music performance anxiety scores showed statistically significant improvement at a p = .05 level with a large effect size of ηp2 = .320. State anxiety measurement showed a large effect size of ηp2 = .291. The Performance Anxiety Inventory showed a large effect size of ηp2 = .149. Heart rate showed a large effect size of ηp2 = .143. Heart rate variability showed statistical significance at p = .001 level and a large effect size of ηp2 = .698. The treatment group average subjective decrease in music performance anxiety was 71%, and the treatment group average subjective improvement in performance was 62%. This study demonstrated statistical and practical/clinical significance of a relatively quick and inexpensive biofeedback training that had a large effect on decreasing mental, emotional, and physiological aspects of music performance anxiety and subjective improvement of performance for university students.

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Hembree, Ray. "The Nature, Effects, and Relief of Mathematics Anxiety." Journal for Research in Mathematics Education 21, no. 1 (January 1990): 33–46. http://dx.doi.org/10.5951/jresematheduc.21.1.0033.

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Results of 151 studies were integrated by meta-analysis to scrutinize the construct mathematics anxiety. Mathematics anxiety is related to poor performance on mathematics achievement tests. It relates inversely to positive attitudes toward mathematics and is bound directly to avoidance of the subject. Variables that exhibit differential mathematics anxiety levels include ability, school grade level, and undergraduate fields of study, with preservice arithmetic teachers especially prone to mathematics anxiety. Females display higher levels than males. However, mathematics anxiety appears more strongly linked with poor performance and avoidance of mathematics in precollege males than females. A variety of treatments are effective in reducing mathematics anxiety. Improved mathematics performance consistently accompanies valid treatment.

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Kurniasih, Kurniasih, Fitri Awaliyatus Sholihah, Atik Umamah, and Ika Hidayanti. "Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance." JURNAL ARBITRER 7, no. 2 (October 25, 2020): 144. http://dx.doi.org/10.25077/ar.7.2.144-150.2020.

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This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.

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Hoffman, Thomas. "The Psychodynamics of Performance Anxiety: Psychoanalytic Psychotherapy in the Treatment of Social Phobia/Social Anxiety Disorder." Journal of Contemporary Psychotherapy 49, no. 3 (December 3, 2018): 153–60. http://dx.doi.org/10.1007/s10879-018-9411-1.

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Börjesson, Marcus, Carolina Lundqvist, Henrik Gustafsson, and Paul Davis. "Flotation REST as a Stress Reduction Method: The Effects on Anxiety, Muscle Tension, and Performance." Journal of Clinical Sport Psychology 12, no. 3 (September 1, 2018): 333–46. http://dx.doi.org/10.1123/jcsp.2017-0032.

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The purpose of the study was to investigate the influence of flotation REST upon skilled and less skilled golfers’ anxiety in terms of physiological indicators of stress, self-rated anxiety scores, muscle tension, and the effect on golf putting. Prior to performing the putting task participants underwent a treatment of flotation REST or a period of resting in an armchair. Participants completed both treatments in a randomized order with a two-week interval. The results showed that both flotation REST and the armchair treatment reduced systolic blood pressure and heart rate, with no differences between treatments or athlete skill levels. No significant differences between treatments were revealed regarding self-ratings, level of muscle tension or putting precision. The results indicate that flotation REST may be useful for reducing negative symptoms related to stress and anxiety in general; however, no support for direct positive effects on golf performance were found.

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Nagel, Julie Jaffee. "Performance Anxiety Theory and Treatment: One Size Does Not Fit All." Medical Problems of Performing Artists 19, no. 1 (March 1, 2004): 39–43. http://dx.doi.org/10.21091/mppa.2004.1007.

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Performance anxiety is a complex issue that can affect a musician’s competence and self-esteem on and off stage. Performance anxiety consists of emotional and physical components, and its understanding theoretically and clinically can present challenges to clinicians and musicians. Although the psychological literature often focuses on cognitive, measurable, symptomatic, and conscious aspects of stage fright, there are other ways to understand this seemingly mysterious and painful problem. This article presents a psychodynamic approach to the theoretical understanding and treatment of stage fright and suggests that any either/or model be rejected in favor of an also/and paradigm.

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Kim, Youngshin. "Combined Treatment of Improvisation and Desensitization to Alleviate Music Performance Anxiety in Female College Pianists: A Pilot Study." Medical Problems of Performing Artists 20, no. 1 (March 1, 2005): 17–24. http://dx.doi.org/10.21091/mppa.2005.1004.

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This study examined the effect of a Music Therapy Improvisation and Desensitization Protocol (MTIDP) on ameliorating music performance anxiety of female college pianists. Six participants served as their own controls and participated in (1) a baseline assessment (pretest); (2) six weekly sessions that involved rhythmic breathing exercises, free improvisation, and desensitization exercises; and (3) a final evaluation (posttest). Measures of the Likert Anxiety Scale, Spielbergers State-Trait Anxiety Inventory, and the Performance Anxiety Response Questionnaire were obtained before and after the series of MTIDP sessions. A Wilcoxon matched-pairs signed-ranks test was computed to determine whether the data were significantly different from the pretest to the posttest. Results indicated that there were significant differences in the Likert Anxiety Scale and Spielbergers State Anxiety Inventory. No clear trends were found in the Trait Anxiety Inventory. Although not significant, the mean for the Performance Anxiety Response Questionnaire in the posttest (M = 78.50) was lower than it was in the pretest (M = 74.67).

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Crocker, Peter R. E., Rikk B. Alderman, F. Murray, and R. Smith. "Cognitive-Affective Stress Management Training with High Performance Youth Volleyball Players: Effects on Affect, Cognition, and Performance." Journal of Sport and Exercise Psychology 10, no. 4 (December 1988): 448–60. http://dx.doi.org/10.1123/jsep.10.4.448.

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Cognitive-Affective Stress Management Training (SMT) is a coping skills training program designed to help athletes control dysfunctional stress processes (Smith, 1980). The present quasi-experimental study investigated the effects of SMT on affect, cognition, and performance in high performance youth volleyball players. Members of Alberta's Canada Games men's and women's (under 19 years of age) volleyball teams were assigned to either an experimental treatment group or a waiting-list control group. The treatment program consisted of eight modules, approximately 1 week apart, that allowed subjects to learn and apply somatic and cognitive coping skills. The results indicated that the treatment group emitted fewer negative thoughts in response to videotaped stressors and had superior service reception performance in a controlled practice compared to the control group. There were no interpretable differences between groups for either state anxiety (CSAI-2) or trait anxiety (SCAT). The cognitive and performance measures provided converging support for Smith's program. The results are discussed in terms of coping skills training, theoretical issues regarding the measurement of anxiety, and possible affect-cognition system independence.

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Neimeyer, Robert A. "Symptoms and Significance: Constructivist Contributions to the Treatment of Performance Anxiety." Journal of Constructivist Psychology 23, no. 1 (January 2010): 42–64. http://dx.doi.org/10.1080/10720530903400988.

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McGinnis, Anne M., and Leonard S. Milling. "Psychological Treatment of Musical Performance Anxiety: Current Status and Future Directions." Psychotherapy: Theory, Research, Practice, Training 42, no. 3 (2005): 357–73. http://dx.doi.org/10.1037/0033-3204.42.3.357.

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Yu, Calvin Kai-Ching. "Cognitive-behavioural hypnotic treatment for managing examination anxiety and facilitating performance." Contemporary Hypnosis 23, no. 2 (2006): 72–82. http://dx.doi.org/10.1002/ch.310.

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Kenny, Dianna T., and Naomi Halls. "Development and evaluation of two brief group interventions for music performance anxiety in community musicians." Psychology of Music 46, no. 1 (May 17, 2017): 66–83. http://dx.doi.org/10.1177/0305735617702536.

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This study presents the development, administration and evaluation of two brief group interventions for music performance anxiety (MPA) aimed at reducing anxiety and improving performance quality. A cognitive behavioural therapy intervention was developed based on an existing empirically-supported treatment Chilled (Rapee et al., 2006), focusing on cognitive, physiological and behavioural symptoms. The second treatment, anxiety sensitivity reduction, targeted primarily physiological symptoms and included relaxation strategies. Interventions were administered in a workshop format over one day with four intervention sessions, preceded by a pedagogic practice skills session that functioned as a control/placebo intervention. A quasi-experimental group randomization design compared the interventions in a heterogeneous sample of community musicians. Sixty-eight participants completed measures of trait anxiety, anxiety sensitivity, depression, and MPA. Participants performed four times (pre- and post-placebo, post-treatment and follow-up) and were assessed for state anxiety and performance quality at each performance. Results indicated that both interventions offered moderately significant gains for the musicians: anxiety was reduced and performance quality improved after each intervention and changes were maintained at follow-up. Anxiety sensitivity reduction showed a trend to exceed the CBT-based interventions, but a larger, higher-powered study is needed to confirm this advantage.

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Annesi, James J. "Applications of the Individual Zones of Optimal Functioning Model for the Multimodal Treatment of Precompetitive Anxiety." Sport Psychologist 12, no. 3 (September 1998): 300–316. http://dx.doi.org/10.1123/tsp.12.3.300.

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Effects of a precompetitive anxiety regulation system, based upon tenets of the individual zones of optimal functioning (IZOF) model, multidimensional anxiety theory, and the specific-effects hypothesis, were tested. In Phase I, case studies (3 elite adolescent tennis players) were used to analyze the IZOF model within a multidimensional state anxiety framework. In Phase II, the effectiveness of a precompetitive anxiety regulation system, based upon IZOF and the specific-effects hypothesis, was tested for enhancing match performance. Essential elements of IZOF theory were supported. In Phase II, inzone/out-of-zone A-state assessment was used to guide athletes’ treatment selections. After training athletes in prematch psychological skills designed to regulate specific cognitive state anxiety, somatic state anxiety, and state selfconfidence dimensions, posttreatment performances yielded higher values (ps < .05) than pretreatment. The need to replicate findings through different sample types, sports, and expertise levels was emphasized. Concerns with intrusion into athletes’ precompetitive routines were discussed.

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Maynard, Ian W., Martin J. Smith, and Lawrence Warwick-Evans. "The Effects of a Cognitive Intervention Strategy on Competitive State Anxiety and Performance in Semiprofessional Soccer Players." Journal of Sport and Exercise Psychology 17, no. 4 (December 1995): 428–46. http://dx.doi.org/10.1123/jsep.17.4.428.

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The aims of this field-based study were to evaluate the effects of a cognitive intervention technique and to further examine the anxiety–performance relationship in semiprofessional soccer players. Participants completed a composite version of the Competitive State Anxiety Inventory-2 (CSAI-2) 20 minutes before three soccer league matches. Two experimental groups, one suffering from debilitative cognitive anxiety (n = 8), one suffering from debilitative somatic anxiety (n = 8), undertook a 12-week cognitive intervention. Player performances were evaluated using intraindividual criteria. A series of two-way analyses of variance (group and event), with repeated measures on the second factor, indicated significant Group × Event interactions for cognitive anxiety intensity and direction, and somatic anxiety intensity and direction, yet failed to reveal significant interactions or main effects for the performance measures. This study provided partial support for the “matching hypothesis” in that a compatible treatment proved more effective in reducing the targeted anxiety in both experimental groups.

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Orgilés, Mireia, Silvia Melero, Iván Fernández-Martínez, José Pedro Espada, and Alexandra Morales. "Effectiveness of Video-Feedback with Cognitive Preparation in Improving Social Performance and Anxiety through Super Skills for Life Programme Implemented in a School Setting." International Journal of Environmental Research and Public Health 17, no. 8 (April 18, 2020): 2805. http://dx.doi.org/10.3390/ijerph17082805.

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Effectiveness of video-feedback with cognitive preparation to treat anxiety problems (especially social anxiety) has been scarcely explored on children. Super Skills for Life (SSL) is a CBT-based intervention to reduce anxiety and comorbid problems that, apart from social skills training and behavioural activation, integrates video-feedback with cognitive preparation. This study aimed to evaluate SSL effects, implemented in a school setting, on social performance and to test self-concept and social skills as potential mediators of pre- and post-test changes in social anxiety and generalized anxiety. Sample comprised 57 children aged 8–11 years with emotional symptoms. Children were video recorded in the first and last session to assess social performance. Anxiety and self-concept measures were completed by children pre-test and post-test. Participants reduced anxiety behaviours and improved social and communication skills after treatment. In general, girls showed better social performance than boys, but SSL impact was greater in males. Social self-concept was the only mediator of change in pre- to post-treatment social anxiety. This study provides evidence of SSL to improve children’s social performance and reduce anxiety through video-feedback with cognitive preparation. Improving social concept seems essential to reduce social anxiety. An SSL programme is an ideal prevention protocol for anxious children.

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Prapavessis, Harry, J. Robert Grove, Peter J. McNair, and Nigel T. Cable. "Self-Regulation Training, State Anxiety, and Sport Performance: A Psychophysiological Case Study." Sport Psychologist 6, no. 3 (September 1992): 213–29. http://dx.doi.org/10.1123/tsp.6.3.213.

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A single-subject research design was used to test the effectiveness of a cognitive-behavioral intervention in reducing state anxiety and improving sport performance. The subject was a small-bore rifle shooter who suffered from high levels of competition-related anxiety. Initially, self-report, physiological, and behavioral measures of baseline state anxiety were obtained during competition. A 6-week intervention program was then implemented. This program included training in relaxation, thought stoppage, refocusing, coping statements, and biofeedback. An opportunity to practice using these procedures in competition was provided. Measures of state anxiety and performance were then obtained in a second competition. Results revealed that cognitive anxiety, somatic anxiety, gun vibration, and urinary catecholamines decreased whereas self-confidence and performance increased from baseline to treatment. The importance of examining multiple dimensions of state anxiety using a multimethod, idiographic approach is discussed.

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Zane, Gwendolyn, and S. Lloyd Williams. "Performance-related anxiety in agoraphobia: Treatment procedures and cognitive mechanisms of change." Behavior Therapy 24, no. 4 (1993): 625–43. http://dx.doi.org/10.1016/s0005-7894(05)80322-3.

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Doyle, Melissa M. "Anxiety Disorders in Children." Pediatrics In Review 43, no. 11 (November 1, 2022): 618–30. http://dx.doi.org/10.1542/pir.2020-001198.

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Anxiety disorders are the most common mental health disorders in children with clearly defined and empirically based treatment. However, assessment and treatment pose several obstacles for pediatric providers. A child who may have age-appropriate communication skills will still struggle to accurately report the presence, timing, and severity of symptoms. Reports from parents, caregivers, and teachers are often subjective and can focus on 1 aspect of the child’s behavior. Untreated, anxiety disorders have an adverse effect on a child’s functioning, and impairments in physical health, academic performance, and social competence can lead to lifelong consequences. Well-validated and rapidly administered screening tools can be used to gather data from schools and other resources to inform the diagnosis, guide treatment recommendations, and track improvements. Limited training on behavioral health diagnosis and fear of “black box warnings” have left many pediatric clinicians reluctant to prescribe medications. There are readily available practice guidelines for these medications, and data documenting the efficacy of these medications for children should encourage their use.

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Scott, William H., Karen M. Coyne, Monique M. Johnson, Christopher G. Lausted, Manjit Sahota, and Arthur T. Johnson. "Effects of Caffeine on Performance of Low Intensity Tasks." Perceptual and Motor Skills 94, no. 2 (April 2002): 521–32. http://dx.doi.org/10.2466/pms.2002.94.2.521.

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31 college age men and women who consume less than three caffeinated beverages per week agreed to participate as subjects in research on the effects of acute caffeine intake on low intensity task performance. All subjects performed two randomly administered test conditions: (1) caffeine (5 mg/kg) and (2) placebo on separate visits following an initial 1-hr. orientation visit. Subjects were administered the beverage 30 min. prior to performing 12 separate tests assessing basic mathematics, simple response, logical reasoning, hand-eye coordination, and spatial and assembly skills. The Spielberger State Anxiety test was administered immediately after consuming the test beverage and once again at posttest. Analysis showed that caffeine did not significantly affect performance on all tests with the exception of the peripheral awareness (hand-eye coordination) test on which performance was higher after ingesting caffeine. The placebo treatment produced no effect on state anxiety, which contrasted with a significant rise in anxiety after caffeine consumption. State anxiety values were significantly greater after caffeine treatment relative to the placebo at pretest, and this difference persisted at posttest. These results demonstrated that the dose of caffeine increased scores on state anxiety for individuals who consumed less than three caffeinated beverages weekly but had very little effect on performance of low intensity tasks, except for a hand-eye coordination test involving peripheral awareness. Perhaps longer continuous performance of more demanding tasks would be more sensitive.

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Carcelén-Fraile, María del Carmen, Ana María Llera-DelaTorre, Agustín Aibar-Almazán, Diego Fernando Afanador-Restrepo, Mateo Baena-Marín, Fidel Hita-Contreras, Vânia Brandão-Loureiro, Patricia Alexandra García-Garro, and Yolanda Castellote-Caballero. "Cognitive Stimulation as Alternative Treatment to Improve Psychological Disorders in Patients with Mild Cognitive Impairment." Journal of Clinical Medicine 11, no. 14 (July 7, 2022): 3947. http://dx.doi.org/10.3390/jcm11143947.

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(1) Background: Mild cognitive impairment is becoming one of the most common clinical manifestations affecting older people. For this reason, developing non-pharmacological strategies to help improve or maintain the physical condition of patients with mild dementia has become a priority. Therefore, the objective of this study is to provide evidence about the effects of a cognitive stimulation program on cognitive performance, anxiety, depression, and quality of life in people with mild cognitive impairment (MCI) and aged > 70. (2) Methods: This study is a randomized clinical trial. A total of 72 elderly people with MCI participated: 35 in the control group who did not receive any intervention and 36 in the experimental group who received a cognitive stimulation program for 12 weeks. Cognitive performance, depression, anxiety and health-related quality of life (HRQoL) were measured using the Mini-Mental State Examination (MMSE), the Yesavage Geriatric Depression Scale, the Hamilton Rating Scale, and the SF-12, respectively. (3) Results: In the experimental group, significant results were obtained on cognitive performance, depression, anxiety and general health, emotional role, social functioning, vitality, mental health and mental component summary domains of the SF-12. (4) Conclusions: a cognitive stimulation program of 12 weeks improves cognitive performance, anxiety, depression, and HRQoL in people with MCI aged > 70.

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Stern, Judith RS, Sat Bir S. Khalsa, and Stephan G. Hofmann. "A Yoga Intervention for Music Performance Anxiety in Conservatory Students." Medical Problems of Performing Artists 27, no. 3 (September 1, 2012): 123–28. http://dx.doi.org/10.21091/mppa.2012.3023.

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Music performance anxiety can adversely affect musicians. There is a need for additional treatment strategies, especially those that might be more acceptable to musicians than existing therapies. This pilot study examined the effectiveness of a 9-week yoga practice on reducing music performance anxiety in undergraduate and graduate music conservatory students, including both vocalists and instrumentalists. The intervention consisted of fourteen 60-minute yoga classes approximately twice a week and a brief daily home practice. Of the 24 students enrolled in the study, 17 attended the post-intervention assessment. Participants who completed the measures at both pre- and post-intervention assessments showed large decreases in music performance anxiety as well as in trait anxiety. Improvements were sustained at 7- to 14-month follow-up. Participants generally provided positive comments about the program and its benefits. This study suggests that yoga is a promising intervention for music performance anxiety in conservatory students and therefore warrants further research.

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Endeshaw, Destaw, Tarkie Abebe Walle, and Senay Yohannes. "Depression, anxiety and their associated factors among patients with cancer receiving treatment at oncology units in Amhara Region, Ethiopia: a cross-sectional study." BMJ Open 12, no. 11 (November 2022): e063965. http://dx.doi.org/10.1136/bmjopen-2022-063965.

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ObjectiveTo assess the prevalence of anxiety and depression symptoms, and their associated factors among patients with cancer receiving cancer treatment in Amhara region oncology centres in Northwest, Ethiopia.DesignInstitution-based cross-sectional study was conducted.SettingThree oncology units at comprehensive hospitals in the Amhara region, Ethiopia.ParticipantsAdult patients who had a pathologically confirmed cancer diagnosis and received cancer therapy were our study participants.Main outcome measuresThe Hospital Anxiety and Depression Scale was used to assess anxiety and depression symptoms.ResultA total of 392 patients with cancer participated in this study, of which 57.1% (95% CI 52.1% to 62.1%) and 60.2% (95% CI 55.2% to 65.1%) had anxiety and depression, respectively.Poor social support (adjusted OR, AOR=4.43, 95% CI (1.70 to 11.50)), poor performance status (AOR=1.97, 95% CI (1.02 to 3.79)) and increased pain severity (AOR=1.30, 95% CI (1.14 to 1.48)) were factors associated with anxiety. Furthermore, poor performance status (AOR=2.77, 95% CI: (1.42, 5.39)) and pain severity (AOR=1.25, 95% CI: (1.11 to 1.42)) were significantly associated with depression.Conclusion and recommendationAnxiety and depression were common among patients with cancer. Social support, performance status and pain were determinant factors of anxiety in patients with cancer. Moreover, performance status and pain were associated with depressive symptoms. Therefore, patients with low social support, poor performance status and severe pain should get special emphasis.

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Skoogh, Francisca, and Henrik Frisk. "Performance values - an artistic research perspective on music performance anxiety in classical music." Journal for Research in Arts and Sports Education 03, no. 01 (April 24, 2019): 1–15. http://dx.doi.org/10.23865/jased.v3.1506.

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Music performance anxiety (MPA) has been studied mainly within the field of psychology and has been defined as a sub-type of social anxiety. Musicians suffering from MPA are commonly referred to individual psychological treatment, but the condition is not yet researched from an artistic perspective. The hypothesis put forward in this article is that the issues concerning MPA are part of a complex system of interactions between performance values and perfectionism and that musicians in general are not given the necessary tools to tackle the anxiety. One of the challenges is that Western classical music performance has many built-in values that need to be problematized and researched in order to address the problems with MPA. Hence, MPA is not to be considered as solely an individual problem but should rather be seen as the result of a wider structural issue related to the commodification of classical Western music and its focus on perfection and virtuosity. This article gives an example from the field of artistic research on how it is possible for the performer herself to develop methods to understand and emotionally regulate the impact of perfectionism in Western classical music.

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Finch, Katherine, and David A. Moscovitch. "Imagery-Based Interventions for Music Performance Anxiety: An Integrative Review." Medical Problems of Performing Artists 31, no. 4 (December 1, 2016): 222–31. http://dx.doi.org/10.21091/mppa.2016.4040.

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Many musicians experience debilitating music performance anxiety (MPA). Outside music performance, imagery-based interventions have been incorporated into treatment protocols to help individuals, including athletes and those with social anxiety, manage heightened levels of anxiety in order to excel in performance-based domains. Despite the frequent use of mental imagery in MPA interventions and its importance as a mental rehearsal technique for musicians, no existing reviews have examined the literature on imagery-based interventions for MPA. The primary aim of this review was to analyze the existing MPA literature in order to summarize what is known about the efficacy and mechanisms of pre-performance mental imagery exercises. A literature search yielded eight studies that used imagery-based interventions for MPA, in both student and professional musicians, which included three dissertations and five peer-reviewed journal articles. In extant MPA treatment research, pre-performance imagery is often used in conjunction with other techniques in order to alleviate anxiety. Arousal imagery refers to imagining one’s state of arousal during performance and has been incorporated into MPA interventions in various ways that guide musicians to anticipate the heightened arousal that accompanies performance, predominantly through imagery-based relaxation techniques. However, methodological limitations make it impossible to determine whether imagery is itself an active ingredient of treatment that underlies symptom changes, or whether relaxation imagery is the most effective use of pre-performance imagery for all musicians. There is much need for future well-controlled studies to examine whether and how imagery affects MPA independent of the other therapy components and techniques with which it is commonly combined.

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Ricci, Ronald J., Cheryl A. Clayton, Sandra Foster, Ignacio Jarero, Barry Litt, Lucina Artigas, and Sara Kamin. "Special Applications of EMDR: Treatment of Performance Anxiety, Sex Offenders, Couples, Families, and Traumatized Groups." Journal of EMDR Practice and Research 3, no. 4 (November 2009): 279–88. http://dx.doi.org/10.1891/1933-3196.3.4.279.

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This article presents four brief reports that illustrate EMDR’s potential in addressing a range of pathologies and problems. These include traumatized groups, families and couples, sex offenders, and individuals with performance anxiety. Each brief report provides a short summary of the research, highlights current EMDR research, and points out what is needed for future investigations. Preliminary results suggest that the EMDR–integrative group treatment protocol may be an effective means of providing mental health care to large groups of people affected by critical incidents. The report titled “EMDR in Couples and Family Therapy” provides an overview of the field and describes the various ways in which EMDR is being incorporated. The presenting issue with performance anxiety is debilitating evaluation anxiety at the prospect of having to perform some important activity in front of an audience that matters a great deal to the client. Sex offender treatment is enhanced by an effective means of resolving psychological mechanisms that contribute to the dynamics of the offense chain.

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Szuhany, Kristin L., and Naomi M. Simon. "Anxiety Disorders." JAMA 328, no. 24 (December 27, 2022): 2431. http://dx.doi.org/10.1001/jama.2022.22744.

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ImportanceAnxiety disorders have a lifetime prevalence of approximately 34% in the US, are often chronic, and significantly impair quality of life and functioning.ObservationsAnxiety disorders are characterized by symptoms that include worry, social and performance fears, unexpected and/or triggered panic attacks, anticipatory anxiety, and avoidance behaviors. Generalized anxiety disorder (6.2% lifetime prevalence), social anxiety disorder (13% lifetime prevalence), and panic disorder (5.2% lifetime prevalence) with or without agoraphobia are common anxiety disorders seen in primary care. Anxiety disorders are associated with physical symptoms, such as palpitations, shortness of breath, and dizziness. Brief screening measures applied in primary care, such as the Generalized Anxiety Disorder–7, can aid in diagnosis of anxiety disorders (sensitivity, 57.6% to 93.9%; specificity, 61% to 97%). Providing information about symptoms, diagnosis, and evidence-based treatments is a first step in helping patients with anxiety. First-line treatments include pharmacotherapy and psychotherapy. Selective serotonin reuptake inhibitors (SSRIs, eg, sertraline) and serotonin-norepinephrine reuptake inhibitors (SNRIs, eg, venlafaxine extended release) remain first-line pharmacotherapy for generalized anxiety disorder, social anxiety disorder, and panic disorder. Meta-analyses suggest that SSRIs and SNRIs are associated with small to medium effect sizes compared with placebo (eg, generalized anxiety disorder: standardized mean difference [SMD], −0.55 [95% CI, −0.64 to −0.46]; social anxiety disorder: SMD, −0.67 [95% CI, −0.76 to −0.58]; panic disorder: SMD, −0.30 [95% CI, −0.37 to −0.23]). Cognitive behavioral therapy is the psychotherapy with the most evidence of efficacy for anxiety disorders compared with psychological or pill placebo (eg, generalized anxiety disorder: Hedges g = 1.01 [large effect size] [95% CI, 0.44 to 1.57]; social anxiety disorder: Hedges g = 0.41 [small to medium effect] [95% CI, 0.25 to 0.57]; panic disorder: Hedges g = 0.39 [small to medium effect[ [95% CI, 0.12 to 0.65]), including in primary care. When selecting treatment, clinicians should consider patient preference, current and prior treatments, medical and psychiatric comorbid illnesses, age, sex, and reproductive planning, as well as cost and access to care.Conclusions and RelevanceAnxiety disorders affect approximately 34% of adults during their lifetime in the US and are associated with significant distress and impairment. First-line treatments for anxiety disorders include cognitive behavioral therapy, SSRIs such as sertraline, and SNRIs such as venlafaxine extended release.

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Bissonnette, Josiane, Francis Dubé, Martin D. Provencher, and Maria T. Moreno Sala. "Virtual Reality Exposure Training for Musicians: Its Effect on Performance Anxiety and Quality." Medical Problems of Performing Artists 30, no. 3 (September 1, 2015): 169–77. http://dx.doi.org/10.21091/mppa.2015.3032.

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Music performance anxiety affects numerous musicians, with many of them reporting impairment of performance due to this problem. This exploratory study investigated the effects of virtual reality exposure training on students with music performance anxiety. Seventeen music students were randomly assigned to a control group (n=8) or a virtual training group (n=9). Participants were asked to play a musical piece by memory in two separate recitals within a 3-week interval. Anxiety was then measured with the Personal Report of Confidence as a Performer Scale and the S-Anxiety scale from the State-Trait Anxiety Inventory (STAI-Y). Between pre- and post-tests, the virtual training group took part in virtual reality exposure training consisting of six 1-hour long sessions of virtual exposure. The results indicate a significant decrease in performance anxiety for musicians in the treatment group for those with a high level of state anxiety, for those with a high level of trait anxiety, for women, and for musicians with high immersive tendencies. Finally, between the pre- and post-tests, we observed a significant increase in performance quality for the experimental group, but not for the control group.

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Anari, A., P. Ddadsetan, and B. Saleh Sedghpour. "The Effectiveness of Drama Therapy on Decreasing of the Symptoms of Social Anxiety Disorder in Children." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70747-3.

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The effectiveness of Drama therapy on decreasing of the symptoms of Social Anxiety Disorder (Performance Anxiety, Performance Avoidance, Social Anxiety & Social Performance Subtests) in 10-11 years old children was investigated in this study. 2 schools were randomly selected from elementary schools of Tehran city. First, Validation the Liebowitz Social Anxiety Scale for Children and Adolescents (Liebowitz, Klein & Masia-Warner, 2003) is done in one of that school; Then, in two schools, from 300 children ages 10-11, 32 children whose had received the highest scores on the Liebowitz Social Anxiety Scale for Children and Adolescents (LSAS-CA) were selected. Subjects were divided into control and experimental groups. Experimental group received Drama therapy intervention for 6 weeks, twice a week sessions lasting two hours. The results were analyzed using covariance and indicated the children in experimental group reported a significant decrease in symptoms of Social Anxiety Disorder (Performance Anxiety, Performance Avoidance, Social Anxiety & Social Performance Subtests) as compared to the control group. In addition, in 3 month follow up, results had stabilized in experimental group as compared to the control group. The emerged findings can have clinical application in prevention and treatment of social anxiety disorder in children.

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Keeler, Carolyn M., and Robert Anson. "An Assessment of Cooperative Learning used for Basic Computer Skills Instruction in the College Classroom." Journal of Educational Computing Research 12, no. 4 (June 1995): 379–93. http://dx.doi.org/10.2190/1e43-y7g4-pxrv-khdc.

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This article reports research on the use of cooperative learning strategies in a computer skills lab course at the college level. An experimental design was used to compare the difference in learning performance and student retention in the course between a section taught using cooperative teams and one taught in the traditional individual learning format. Both sections were taught by the regular full-time professor. The results showed that both performance and retention were significantly improved with the use of cooperative learning. The study also included a measure of computer anxiety the analysis of which resulted in a significant interaction between section and anxiety for overall course grade percentage, the high anxiety students doing much better in the cooperative learning section than in the individual learning section. The high anxiety students all experienced a reduction in anxiety regardless of treatment. However, the change in anxiety was most dramatic for the high anxiety students in the cooperative learning treatment, their group mean fell within the low anxiety range at the end of the course.

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Pyke, R. "042 Sexual Performance Anxiety: Impact on Women and Pharmacology for Rational Nutritional Treatment." Journal of Sexual Medicine 16, no. 6 (June 2019): S19—S20. http://dx.doi.org/10.1016/j.jsxm.2019.03.499.

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Pomara, Nunzio, Dennis Deptula, Robert I. Block, Rajkumar Singh, and David J. Greenblatt. "Effects of diazepam on performance: Relationship to dose, duration of treatment and anxiety." Biological Psychiatry 25, no. 7 (April 1989): A191—A192. http://dx.doi.org/10.1016/0006-3223(89)91875-1.

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Carter, Jennifer E., and Anita E. Kelly. "Using Traditional and Paradoxical Imagery Interventions with Reactant Intramural Athletes." Sport Psychologist 11, no. 2 (June 1997): 175–89. http://dx.doi.org/10.1123/tsp.11.2.175.

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This study explored the moderating effect of psychological reactance on the success of traditional and paradoxical mental imagery treatments that were aimed at reducing anxiety in athletes. Intramural college basketball players (N = 73) were recruited through advertisements for a free-throw contest, and their anxiety and free-throw performance were measured following treatment in one of three groups: confidence imagery, paradoxical imagery, or control. As predicted, in the paradoxical condition, high-reactant athletes reported having significantly lower somatic state anxiety and significantly higher state self-confidence than did low-reactant athletes. In contrast, high- and low-reactant athletes did not differ in their anxiety scores in both the confidence imagery and control conditions. Results suggested that reactance does moderate the effect of the success of traditional and paradoxical imagery treatments for reducing athletes’ anxiety.

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Blomqvist, My, Göran Dahllöf, and Susanne Bejerot. "Experiences of Dental Care and Dental Anxiety in Adults with Autism Spectrum Disorder." Autism Research and Treatment 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/238764.

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Dental anxiety is associated with previous distressing dental experiences, such as lack of understanding of the dentist intentions, perceptions of uncontrollability and experiences of pain during dental treatment. People with autism spectrum disorder (ASD) are impaired in building flexible predictions and expectations, which is very much needed during a dental visit. The aims of the study were to investigate if people with ASD have more negative dental experiences and a higher level of dental anxiety compared to a matched control group. Forty-seven adults with ASD and of normal intellectual performance, and 69 age- and sex-matched typically developing controls completed questionnaires on previous dental experiences and dental anxiety, the Dental Anxiety Scale, and the Dental Beliefs Survey. The ASD group experienced pain during dental treatments more often than the controls and 22% had repeatedly experienced being forced to dental treatment they were not prepared for, compared to 3% of the controls. A higher level of dental anxiety was reported by the ASD group. Dental treatment and methods for supporting the communication with patients with ASD need to be developed, in order to reduce the negative dental experiences and dental anxiety in people with ASD.

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Antony, Martin M. "Assessment and Treatment of Social Phobia." Canadian Journal of Psychiatry 42, no. 8 (October 1997): 826–34. http://dx.doi.org/10.1177/070674379704200804.

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Social phobia is an anxiety disorder characterized by heightened fear and avoidance of one or more social or performance situations, including public speaking, meeting new people, eating or writing in front of others, and attending social gatherings. People with social phobia are typically anxious about the possibility that others will evaluate them negatively and/or notice symptoms of their anxiety. Social phobia affects up to 13% of individuals at some time in their lives and is usually associated with at least moderate functional impairment. Research on the nature and treatment of social phobia has increased dramatically over the past decade. As with many of the anxiety disorders, sensitive assessment instruments and effective treatments now exist for people suffering from heightened social anxiety. Typical assessment strategies include clinical interviews, behavioural assessments, monitoring diaries, and self-report questionnaires. Treatments with demonstrated efficacy for social phobia include pharmacotherapy (for example, phenelzine, moclobemide, selective serotonin reuptake inhibitor [SSRI] medications) and cognitive behaviour therapy (CBT) (for example, cognitive restructuring, in vivo exposure, social skills training). Although preliminary comparative studies suggest that both approaches are about equally effective in the short term, each approach has advantages and disadvantages over the other. Trials examining combined psychological and pharmacological treatments are now under way, although no published data on the relative efficacy of combined treatments are currently available.

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Juncos, David G., and Elvire de Paiva e Pona. "Acceptance and commitment therapy as a clinical anxiety treatment and performance enhancement program for musicians." Music & Science 1 (January 1, 2018): 205920431774880. http://dx.doi.org/10.1177/2059204317748807.

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In this article we discuss the various options available to musicians wanting to treat their music performance anxiety (MPA), and we recommend that musicians work with a performance psychologist over the other available options. We also discuss the potential for Acceptance and Commitment Therapy (ACT) to serve as both a clinical anxiety treatment and performance enhancement program for musicians, while addressing the state of the research for both applications, as well as the research for a similar, mindfulness and acceptance-based performance enhancement program for athletes, i.e., the Mindfulness–Acceptance–Commitment (MAC) approach. In order for the field of performance psychology to develop into a more credible discipline, we believe practitioners working with musicians should follow an evidence-based practice model of care, in which empirically supported treatments for MPA and performance enhancement are promoted, and information about such treatments is disseminated among practitioners, musicians, and music teachers. Such a practice must become the norm in this field, because it will ultimately result in greater protections for those musicians seeking help for performance-related challenges by ensuring a higher level of professional accountability among practitioners. Lastly, we discuss some issues that may arise when applying ACT or the MAC approach to musicians.

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Snaith, Philip. "Anxiety Control Training." Advances in Psychiatric Treatment 1, no. 2 (November 1994): 57–61. http://dx.doi.org/10.1192/apt.1.2.57.

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Anxiety pervades every aspect of human activity and experience. It is a normal state and a spur to action, but readily exceeds normal limits in intensity, duration and appropriateness to the stimulus or situation. Anxiety is manifest by the mood of fearfulness, behaviour marked by restlessness and avoidance of situations, increased arousal with insomnia, excessive preoccupation with thoughts on the theme of insecurity, and a wide range of somatic symptoms which are based on muscular tension, hyperventilation leading to paraesthesiae and faintness, and symptoms based on overactivity of the autonomic nervous system. Excessive anxiety and situational avoidance leads to diminution of performance and limitation of endeavour. In the context of physical illness, anxiety increases the distress of symptoms, may confuse diagnostic procedure, prolong recovery time from acute illness, cause failure to comply with effective treatment and promote destructive habits such as reliance on alcohol or excessive use of sedative drugs.

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Butters, Meryl A., Rishi K. Bhalla, Carmen Andreescu, Julie Loebach Wetherell, Rose Mantella, Amy E. Begley, and Eric J. Lenze. "Changes in neuropsychological functioning following treatment for late-life generalised anxiety disorder." British Journal of Psychiatry 199, no. 3 (September 2011): 211–18. http://dx.doi.org/10.1192/bjp.bp.110.090217.

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BackgroundGeneralised anxiety disorder (GAD) in older adults is associated with neuropsychological impairment.AimsWe examined neuropsychological functioning in older adults with GAD in comparison with psychiatrically healthy older adults at baseline, and we examined changes following a 12-week placebo-controlled trial of escitalopram.MethodA total of 160 participants without dementia aged ⩾60 with current GAD and 37 individuals in a comparison group without psychiatric history underwent neuropsychological assessment. Of these, 129 participants with GAD were reassessed post-treatment (trial registration: NCT00105586).ResultsThe participants with GAD performed worse than the comparison group in information processing speed, working memory, inhibition, problem-solving (including concept formation and mental flexibility) and immediate and delayed memory. Neuropsychological functioning was correlated with everyday functioning. After treatment, those with low cognitive scores experienced working memory, delayed memory and visuospatial ability improvement and those who reported clinical improvement in anxiety exhibited improvement in the ability to engage inhibition and episodic recall. These improvements were modest and of similar magnitude in both treatment conditions.ConclusionsGeneralised anxiety disorder in older adults is associated with neuropsychological impairments, which are associated with functional impairment. Those with GAD who either have a low cognitive performance or report clinical improvement in anxiety post-treatment, show improvement in multiple cognitive domains. These findings underscore the importance of treatments that aid cognition as well as anxiety symptoms.

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Blöte, Anke W., Anne C. Miers, Esther Van den Bos, and P. Michiel Westenberg. "The Role of Performance Quality in Adolescents’ Self-Evaluation and Rumination after a Speech: Is it Contingent on Social Anxiety Level?" Behavioural and Cognitive Psychotherapy 47, no. 2 (May 17, 2018): 148–63. http://dx.doi.org/10.1017/s1352465818000310.

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Background: Cognitive behavioural therapy (CBT) has relatively poor outcomes for youth with social anxiety, possibly because broad-based CBT is not tailored to their specific needs. Treatment of social anxiety in youth may need to pay more attention to negative social cognitions that are considered a key factor in social anxiety development and maintenance. Aims: The aim of the present study was to learn more about the role of performance quality in adolescents’ cognitions about their social performance and, in particular, the moderating role social anxiety plays in the relationship between performance quality and self-cognitions. Method: A community sample of 229 participants, aged 11 to 18 years, gave a speech and filled in questionnaires addressing social anxiety, depression, expected and self-evaluated performance, and post-event rumination. Independent observers rated the quality of the speech. The data were analysed using moderated mediation analysis. Results: Performance quality mediated the link between expected and self-evaluated performance in adolescents with low and medium levels of social anxiety. For adolescents with high levels of social anxiety, only a direct link between expected and self-evaluated performance was found. Their self-evaluation was not related to the quality of their performance. Performance quality also mediated the link between expected performance and rumination, but social anxiety did not moderate this mediation effect. Conclusions: Results suggest that a good performance does not help socially anxious adolescents to replace their negative self-evaluations with more realistic ones. Specific cognitive intervention strategies should be tailored to the needs of socially anxious adolescents who perform well.

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Colangelo, Raychel, and Karyn Audet. "Stress in Post-Secondary: Toward an Understanding of Test-Anxiety, Cognitive Performance, and Brief Mindfulness Meditation." Behavioural Sciences Undergraduate Journal 3, no. 1 (December 31, 2020): 31–44. http://dx.doi.org/10.29173/bsuj500.

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Premised on cultivating present-moment awareness, mindfulness meditation (MM) programs have been shown to significantly reduce state-anxiety and improve cognitive performance in post-secondary students. With increasing popularity, briefer MM formats have been introduced to post-secondary institutions to combat the rising prevalence of student test-anxiety. However, research examining the efficacy of brief MM on a state-level test-anxiety response and its ability to improve cognitive performance in a testing situation is sparse. The present study examined the immediate effects of brief MM on state test-anxiety and cognitive performance. A sample of 50 undergraduate college students (N = 50) were randomly assigned to a brief MM or a control activity. In the current study, it was hypothesized that there would be lower state test-anxiety levels and higher cognitive performance in the brief MM group than the control group. Results revealed that the brief MM group had greater state test-anxiety reduction than the control group at post-treatment. Consistent with previous work, brief MM, however, did not promote any specific short-term benefits for cognitive performance. Our findings, however, converge with past research to suggest that brief MM may produce immediate, short-term state test-anxiety relief. Immediate anxiety relief may be beneficial for students during stressful academic periods.

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Maynard, Ian W., Brian Hemmings, and Lawrence Warwick-Evans. "The Effects of a Somatic Intervention Strategy on Competitive State Anxiety and Performance in Semiprofessional Soccer Players." Sport Psychologist 9, no. 1 (March 1995): 51–64. http://dx.doi.org/10.1123/tsp.9.1.51.

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The primary aim of this study was to evaluate the effect of a somatic intervention technique. Subjects (N = 17) completed a modified version of the Competitive State Anxiety Inventory 2 (CSAI-2), which assessed both intensity and direction (debilitative-facilitative) of state anxiety within one hour of a soccer league match. During the match, player performances were evaluated using intraindividual criteria. Subjects were then allocated to control (n = 8) and experimental (n = 9) groups on the basis of their somatic anxiety intensity and direction scores. Following an 8-week intervention, subjects were again assessed during a second soccer match. A series of twoway analyses of variance with one repeated measure revealed significant interactions for cognitive anxiety intensity, somatic anxiety intensity, and somatic anxiety direction. This study provided further support for the “matching hypotheses” in that a compatible treatment proved most effective in reducing the targeted anxiety.

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Journal articles on the topic 'Performance anxiety Treatment'

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